Journal article

A mixed-methods approach to studying co-regulation of student autonomy through teacher-student interactions in music lessons

Elisa Kupers, Marijn van Dijk, Paul van Geert, Gary E McPherson

PSYCHOLOGY OF MUSIC | SAGE PUBLICATIONS INC | Published : 2015

Abstract

Interactions that occur between teacher and student during instrumental music lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher-student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy..

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Grants

Funding Acknowledgements

This research was funded by a PhD Fund grant of the Graduate School of Behavioral and Social Sciences of the University of Groningen, together with a Prince Bernhard Fellowship of the Prince Bernhard Cultural Fund, both granted to the first author.